Wald David A, Manthey David E, Kruus Linda, Tripp Matthew, Barrett Jeffrey, Amoroso Bobby
Department of Emergency Medicine, Temple University, Philadelphia, PA, USA.
Acad Emerg Med. 2007 Jul;14(7):629-34. doi: 10.1197/j.aem.2007.02.035. Epub 2007 May 8.
An emergency medicine (EM) clerkship can provide a medical student with a unique educational experience. The authors sought to describe the current experiential curriculum of the EM clerkship, along with methods of evaluation, feedback, and grading.
A descriptive survey was utilized. Clerkship directors at EM residency programs accredited by the Accreditation Council for Graduate Medical Education completed an online questionnaire. Data were analyzed using descriptive statistics.
Ninety-two (70%) of 132 EM clerkship directors completed the survey. Sixty institutions (65%) accepted only fourth-year medical students, and 35% accepted both third- and fourth-year students. The median number of didactic lecture hours provided during each rotation block for students was ten (interquartile range [IQR], 6-16). The average length of a student's clinical shift was eight hours, while the median number of clinical shifts reported per rotation was 15 (IQR, 14-16). The median number of hours worked weekly by a medical student was 40 (IQR, 35-43). Fifty-four EM clerkship directors (59%) incorporated the Accreditation Council for Graduate Medical Education six core competencies into their evaluation process. Seventy-one clerkship directors (77%) used a shift evaluation card to evaluate the clinical performance of medical students. Fifty-four (59%) incorporated an end-of-rotation written examination to determine the final rotation grade for a medical student.
Medical students are exposed to a variety of didactic lectures and procedure labs but have similar experiences regarding shift length and work hours. Methods of evaluation of clinical performance vary across clinical sites.
急诊医学实习可为医学生提供独特的教育体验。作者试图描述当前急诊医学实习的体验式课程，以及评估、反馈和评分方法。
采用描述性调查。由研究生医学教育认证委员会认证的急诊医学住院医师培训项目的实习主任完成一份在线问卷。使用描述性统计分析数据。
132名急诊医学实习主任中有92名（70%）完成了调查。60所机构（65%）只接收四年级医学生，35%同时接收三年级和四年级学生。每个轮转单元为学生提供的理论授课小时数中位数为10（四分位间距[IQR]，6 - 16）。学生临床轮班的平均时长为8小时，而每个轮转报告的临床轮班次数中位数为15（IQR，14 - 16）。医学生每周工作小时数中位数为40（IQR，35 - 43）。54名急诊医学实习主任（59%）将研究生医学教育认证委员会的六项核心能力纳入其评估过程。71名实习主任（77%）使用轮班评估卡来评估医学生的临床表现。54名（59%）纳入了轮转结束时的笔试以确定医学生的最终轮转成绩。
医学生接触到各种理论讲座和操作实验室，但在轮班时长和工作时间方面有相似的经历。临床实践表现的评估方法在不同临床地点有所不同。
